The pedagogy of personalisation is distinguished by the way it expects all children and young people to reach or exceed national expectations, to fulfil their early promise and develop latent potential. Planning for progression and differentiation are fundamental. High expectations of progress apply equally to children and young people working above, at, or below age-related expectations, including those who have been identified as having special educational needs. There is an expectation of participation, fulfilment and success; and teaching and learning is characterised by ambitious objectives, challenging personal targets, rapid intervention to keep pupils on trajectory and rigorous assessment to check and maintain pupil progress. There are clear plans to support those who are struggling to maintain trajectory.
In characterising key aspects of personalised learning it is impossible to identify different aspects which are mutually exclusive. The nine features summarised here naturally link and overlap.
The pedagogy of personalisation is distinguished by the way it expects all children and young people to reach or exceed national expectations, to fulfil their early promise and develop latent potential. Planning for progression and differentiation are fundamental. High expectations of progress apply equally to children and young people working above, at, or below age-related expectations, including those who have been identified as having special educational needs. There is an expectation of participation, fulfilment and success; and teaching and learning is characterised by ambitious objectives, challenging personal targets, rapid intervention to keep pupils on trajectory and rigorous assessment to check and maintain pupil progress. There are clear plans to support those who are struggling to maintain trajectory.
In characterising key aspects of personalised learning it is impossible to identify different aspects which are mutually exclusive. The nine features summarised here naturally link and overlap.